Week 2 - Collaborating on Technology Standards

Wikis are great Web 2.0 tools for working together, collaborating and constructing new knowledge. For this activity on standards and to become familiar with using a wiki, we will each contribute to this chart about Standards and 21st Century Learning. As people add their thoughts and information you can see how wikis can be a powerful place for students in your class, in your school, in our district and globally to collaborate on projects.

For this activity, review the NETS-T National Technology Standards and the information from the Partnership for 21st Century Learning. Choose a technology standard at the objective level, align it with a 21st century skill and name a technology you have used or might want to try to help support the standard.

To EDIT the page click on the top right on the EDIT THIS PAGE button. You will see an editor pop up and now you will be able to type on the page. It is just like a regular WORD editor, you can bold, italic, color and make hyperlinks! DON'T BE SCARED, you will not ruin anything--we can always pull a back up page! Just click in a blank row and type your information! If all the rows have been used, click in the last row and then click on the table icon (). Then, choose Row, Add Row, Add below to add another row for your entry. CLICK SAVE before leaving the page!!

Be sure to check back to see what others have added...printing out this page at the end of the activity provides a great resource for you to use!

Name/District	Nets-T	21st Century Skills	Technology
Cheryl/eTech	2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity	the ability to think critically, problem solve, create, innovate, communicate and collaborate	Using Wordle http://www.wordle.net to show how vocabulary can be used to create innovative ways to communicate ideas.
janet/crenshaw	students apply digital tools to gather, evaluate and use information	identify trends and forecast possibilities	google search earthquakes usgs to show an ongoing list of earthquakes(magnitude, depth, latitude & longitude) Note from Donna - I could see something like this being a good cross curricular activity with the science aspect of earthquakes and the math aspect of the data - so then, maybe you would be addressing additional 21st Century Skills
Craig/ Shroder	4d use multiple processes and diverse perspectives to explore alternative solutions	Develop, implement and communicate new ideas to others effectively	using blogging to have students brainstorm ways to address social problems based on their volunteer experiences
Amy B /Fostoria	1c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes	the ability to think critically, problem solve, create, innovate, communicate and collaborate	student groups select method of sharing info re: common book read - can create podcasts, cartoon/comic strip, movie, etc.
Jen/Barberton	2d provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools adn resources	begin with whole group instruction and practice of content, follow up with formative assessment using student response systems - use immediate feedback to assign individualized activities based on student needs
Anthony Barberton	4a. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity	When choosing webquests I work to find ones that actively engage my learners as participants of the quest so they interact and learn to solve problems based on the mindset of people living at that time. The more history becomes REAL to my students the more meaningful learning becomes.
Amy Masterson/ Fostoria	2c Customize and personalize learning activities to address student's diverse learning styles, working strategies and abilities using digital resources	Create, interpret and communicate content material through diverse learning strategies to promote student based learning and technology skillss	I have used Windows Movie Maker in order for students to create a photo essay about the Vietnam War through the use of a novel, "Fallen Angels," by Walter Dean Myers. Students must depicted the life of a character while still focusing on the major causes and effects of the Vietnam War.
Shane/Columbus	2b. engage students in exploring real-world isues and solving authentic problems using digital tools and resources.	Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.	Our school has a large number of visiting Canadian Geese every year. Currently the football team and several other sports teams share the fields with the geese. The students brainstormed different possible reasons the geese came, what kinds of problems they face on our fields, and what possible solutions to these problems could we come up with. Then, students used Photostory 3 to make videos describing the situation with the Brookhaven Goose issue and what might be done about it. The students were motivated and invested in this assignment (especially the sports players who ue those fields).
Deidre/Canton	1c.Promote, support, model creative and innovative thinking and inventiveness.	The ability to think critially, problem solve, create, innovate, communicate ad collaborate.	Muliti-handicap class were challenged to have a basic understanding about Mandarin Chinese. Teacher facilitated students as they researched the language on the computer and eventually the students had to spell their name in Chinese and design and hang in the classroom. FABULOUS! Especially considering the various levels that are enrolled in this classroom.
Lisa/Canton	4a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources	Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information	I have used internet sites to teach students the importance of using technology safely. I teach a unit on internet safety and cyberbullying. I also teach students the proper way to cite various media sources. I have assigned research projects where students were required to cite all information and pictures they used from the internet. Some of the websites I have used are below. http://www.connectsafely.org/ http://www.safeteens.com/ http://library.highpoint.edu/html/hplib/Files/Web%20Other%20Online%20Media.pdf
Christine/Columbus	2d provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources	After providing a variety of ways to teach science content, give a formative assessment using student response system, based on the instant feedback from the assessment, student can review where the class need improvement and where each student needs improvement. I can provide a variety of activities based on each students need. In addition this provides opportunities for interventions.
Kennie/Canton	model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning	Use technology as a tool to research, organize, evaluate and communicate information.	I teach my students to identify credible websites on the internet in which to locate information to support persuasive arguments.
Kathy/Buckeye Local	1.c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes 2.d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching	the ability to think critically, problem solve, create, innovate, communicate and collaborate	As students work on a project, they utilize a blog to share information and ideas they find with other team members; students use a wiki to record what they know at the beginning of the project and keep as a learning log entering what they learn/understand as they work through the project and then reflect on how their understanding has changed since the beginning of the project. Feedback can be provided here from the teacher. Students utilize a rubric at the end of the project to assess themselves and their team members on their project work. Another rubric is used to rate team presentation.
Andrea/Buckeye Local	c. Promote student reflection using collabarative tools to reveal and clarify students' conceptual undestanding and thinking, planning, and creative processes.	The ability to reflect, think critically, create, communicate and collaborate.	Use Blogspot.com to create a classroom reflection page, where students reflect on learning, post comments for further inquiry, and share thoughts on unit of study.
Jerad Buckeye Local	2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity	Use technology as a tool to research, organize, evaluate and communicate information.	Students participated in a national history competition. Teams were required to present ten people or events they felt impacted the course of history the most. Each team was able to do research on the competition's electronic database and their final project was submitted in the form of a PowerPoint presentation.
Carolyn/Buckeye Local	1c promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes	the ability to think critically, problem solve, create, innovate, communicate and collaborate	Students work on a group project using a blog to list and share information they find, posting websites they found useful for other groups to use, and use Movie Maker to present their project. The blog can be a useful tool as a student help site using Movie Maker sharing tips they find that are can be used in their presentation.